The simple act of soliciting student feedback on their engagement, paired with receiving actionable tips for improvement, offers educators the potential to dramatically improve student learning.
Research demonstrates that engaged students are more successful academically. However, it is hard for educators to know which aspects of their lessons keep students engaged, and to stay abreast of the latest research and instructional technology resources that can improve engagement.
Our goal is to help educators create more engaging lessons through SEEDS (Student Engagement EdTech Diagnostic Survey), an online platform for easy administration of anonymous student surveys and generation of personalized professional learning tips. SEEDS empowers educators to better understand how their students’ experience a lesson and receive actionable tips to improve student engagement.
With each survey administration, educators receive personalized tips to improve student engagement at the lesson level from educational research and from our subject area Tip Masters powered by our Tip Engine Knowledge base (TEK-base). Tips are personalized to the educator’s grade level, subject area, survey questions, lesson description, and educational technology used.
- A student-centered learning environment
- The power of student voice to advocate for how they learn best
- Ensuring student anonymity by collecting no personally identifiable data
- The professional creativity and flexibility of educators
- Supporting educator growth and professional learning
- Continuous improvement based on data-driven decision making
- The use of technology to engage students, personalize learning, and improve cost-effectiveness of instructional coaching
- The importance of diversity, equity, and inclusion
Meet the Team
EdTechLive’s founders have over 50 years of experience designing, developing, and implementing technology-enabled teaching and learning experiences essential for teachers, administrators, and school districts to build teacher capacity and student outcomes.
EdTechLive Core Members
Chief Executive Officer (CEO)
Chief Product Officer (CPO)
Chief Business Officer (CBO)
Chief Technology Officer (CTO)
Rachelle Dene Poth
Chief Professional Learning Curator
Educational Research Consultant
Researcher & Designer
Data Scientist Intern
Data Scientist Intern
EdTechLive Tip Masters
Science & STEAM
Science & STEAM
Science & Social Studies
Kenneth M. Kubistek
English Language Arts
Zee Ann Poerio
Brenner, L. (2015, October 27). 3 ways to increase student engagement in your classroom. ISTE. https://www.iste.org/explore/Innovator-solutions/3-ways-to-increase-student-engagement-in-your-classroom
Clark, R. C., & Mayer, R. E. (2016). e-Learning and the Science of Instruction, Proven Guidelines for Consumers and Designers of Multimedia Learning. Wiley Online Library. https://onlinelibrary.wiley.com/doi/book/10.1002/9781119239086
Dixson, M. (2010, June). Creating effective student engagement in online courses: What do students find engaging? –– Vol. 10, No. 2, 1-13, Journal of the Scholarship of Teaching and Learning, Vol. 10, No. 2. ERIC. https://eric.ed.gov/?id=EJ890707
Dixson, M. (2015, September). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) –– Vol 19, Issue 4. ERIC. https://files.eric.ed.gov/fulltext/EJ1079585.pdf
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. SAGE Journals. https://journals.sagepub.com/doi/10.3102/00346543074001059
McLeod, S. (2019). The Zone of Proximal Development and Scaffolding. Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html
NAIS Report on the 2017 High School Survey of Student Engagement. (2017). NAIS. https://www.nais.org/articles/pages/research/2017-high-school-survey-of-student-engagement-(hssse)/
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M, & Salovey, P. (2012). Classroom Emotional Climate, Student Engagement, and Academic Achievement. Journal of Educational Psychology. https://psycnet.apa.org/fulltext/2012-05721-001.pdf?auth_token=b98fe6dfa9f78edb1c367b779f352ce239fad8ff
Teachers Know Best: What Educators Want From Digital Instructional Tools (2.0) — Report. (2015). Bill & Melinda Gates Foundation. http://k12education.gatesfoundation.org/resource/what-educators-want-from-digital-instructional-tools-2-0/
Theobald, E. J., Hill M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones II, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020, March). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences. https://www.pnas.org/content/117/12/6476
Toshalis, E., & Nakkula, M. J. (2012, April 3). Motivation, Engagement, and Student Voice. The Students at the Center. https://studentsatthecenterhub.org/resource/motivation-engagement-and-student-voice/
EdTechLive (ETL) defines diversity, equity, and inclusion as a series of foundational principles that guarantee that the company incorporates as varied perspectives as possible, with equal attention and representation of each within the company’s business activities.
While the company is a female-founded firm comprised of an ethnically-diverse team, ETL most prizes the diversity of life perspectives and equity of decision-making autonomy as a core value.
ETL’s founding team includes former teachers, school administrators, programmers, corporate consultants, entrepreneurs, and a myriad of other professional perspectives. Its founding team also hails from all rungs of the socio-economic spectrum.
These diverse perspectives, imbued with equal voice and included in all decision-making, are why EdTechLive will successfully address the variety of educator professional learning needs in the marketplace.